1. Root Cause Analysis: Determining Academic Needs of Twice Exceptional Learners Robert Frantum-Allen, MA Robert_Frantum-Allen@dpsk12.org www.rcause.wikispaces.com CAGT October 2014

2. Intro and Norms

3. Outcomes Participants will apply the ‘fishbone analysis’ to determine individual student needs Participants will be able to match best practice interventions based on needs

4. Agenda Problem Solving Problem Solving in Public School and Lessons from Other Industries What are we trying to problem solve?Case Study: Individual ChildInterventions: Avoid the myths of learning and intervention

5. Mystery! A sailor goes into a restaurant. His hands are tanned except for where a watch and wedding ring once belonged. He orders albatross, eats one bite which reminds him of something. He goes outside and kills himself.

6. Mystery! Mystery! Bob and Carol and Ted and Alice all live in the same house. Bob and Carol go out to a movie, and when they return, Alice is lying dead on the floor in a puddle of water and glass. She has multiple lacerations all over her body. It is obvious that Ted killed her but Ted is not prosecuted or severely punished.

7. Playing Darts in the Dark

8. PROBLEM SOLVING IN PUBLIC SCHOOL AND LESSONS FROM OTHER INDUSTRIES

11. Fishbone diagram is used when…. … a team needs to study a problem/issue to determine the root cause. … a team wants to study all the possible reasons why a process is beginning to have difficulties, problems, or breakdowns. … a team needs to identify areas for data collection. … a team wants to study why a process is not performing properly or producing the designed results.

12. 1) Draw the fishbone diagram 2) List the problem in the head of the fish 3) Label each bone with categories to be studied 4) Identify the factors within each category that maybe affecting the problem 5) Continue until you no longer get useful information 6) Analyze the results

13. Phonological Awareness Alphabetic Principle Vocabulary and Comprehension Fluency Reading What sources of data do we currently have for each of these categories?

14. Handwriting/ Keyboarding Spelling Composition Grammar Writing

15. Number SenseOperational Sense Problem Solving Fluency Math

16. WHAT ARE WE TRYING TO PROBLEM SOLVE?

17. Specific Learning Disability Definition: Specific Learning Disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

18. Psychological Processor

19. Cognitive Sweat She had a large piece of birthday cake. I would love to have a slice of cake. The first slice was very little. Is there a chance I could talk to the person in charge? The house mouse also likes to eat cake. Where are you going with that cake?

20. Why is there a silent e? 1. Cake, Slice 2. Love, Have 3. Large, Piece, Charge, Chance, Slice 4. Little 5. House, Mouse 6. Where, Are

21. Executive Functioning

22. Reasoning There is a difference in reasoning of academic knowledge and social knowledge.

23. Reading Processors

24. Brain Images Comparing 9-Year-Old Average Reader and 9-Year-Old Un-remediated Poor Reader

25. Changes in Brain Activation Patterns in Response to Instruction p. 63

26. Processing Speed rapid retrieval accuracy

27. Language Processing

28. ● Background Knowledge ● Vocabulary Knowledge ● Language Structures ● Verbal Reasoning ● Literacy Knowledge ● Phonological Awareness ● Decoding (and Spelling) ● Sight Recognition SKILLED READING: fluent execution and coordination of word recognition and text comprehension. LANGUAGE COMPREHENSION WORD RECOGNITION increasingly automatic increasingly strategic Reading is a multifaceted skill, gradually acquired over years of instruction and practice. Reading: Scarborough's Rope

29. Fluency/naming speed and language comprehension Phonology and fluency/naming speed Phonology and language comprehension All three issues Subtypes of Reading Disability

30. CASE STUDY: INDIVIDUAL CHILD

31. CASE STUDY: ANGELA

32. Case Study K-2 Reached Benchmarks 3 rd Grade CSAP Satisfactory 4 th Grade CSAP P. Proficient 5 th Grade CSAP Unsatisfactory Currently 6 th Grade at a K-8 School SRI Lexile- 498 or 2 nd grade

33. Case Study Student Intervention Team Academic Detectives Read Naturally for 2 days a week Guided Reading Plus for 3 days a week Progress Monitoring Oral Reading Fluency – no progress after 6 weeks.

34. Special Education GORT- showed she is at the 21%ile Program Manager Called the program manager and not sure what to do Review indicated a very poor BOE A BOE was developed Case Study

35. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension Fluency Reading Level: SRI 498 GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark (spring 2010) PP DRA Level 40 MAZE Passage: 38%ile Angela is struggling with reading

36. Clues

37. Clues

38. Clues

39. Clues

40. Clues

41. Clues

43. Phonological Awareness (Blevins, Rosner and Words their Way) Alphabetic Principle (Core Phonics, Words their Way, LETRS Morphological Awareness) Vocabulary and Comprehension (DRA/SRI and Critchlaw) Fluency (ORF, Fry and RAN) Rhyme: 11/12 Oddity Task: 12/12 Oral Blending: 12/12 Oral Segmentation: 23/24 Phonemic Manipulation: 12/12 Phoneme/Grapheme: Short vowels: 21/21 Consonant Blends w/ short vowels: 15/15 Short vowels, digraphs, and trigraph: 15/15 R-Controlled vowels:13/15 Long vowels spellings: 13/15 Variant Vowels: 10/15 Low frequency vowel /consonant spellings: 8/15 Multisyllabic words: 14/24 Morphology: Structural analysis 1/12 Inflectional Morphemes 11/12 Derivational Morphemes 0/12 Site Words: San Diego 5 th grade level ORF Rate: 93.8 Below Average ORF Accuracy: 92% Below Average # of phoneme errors on spelling test: 57% Color naming RAN: 6 th grade level Reading Level: GORT: 21%ile CSAP: Unsatisfactory DPS Benchmark PP DRA 40 (5 th grade level) MAZE Passage: 38%ile Oral Language Vocabulary: Rosner Auditory Analysis: 1 st Grade Level Reading Vocabulary: GORT Fluency: 16%ile 7 th Grade Level 5 th grade level Executive Function: excellent focus, initiates tasks, can shift in midstream; no concerns with executive functioning Reasoning : excellent verbal and non-verbal reasoning Other: English is first language; no family history of reading problems; older sibling have no issues with academics; engaged family; no sig medical concerns No concern Slight Concern Serious Concern

45. INTERVENTIONS: AVOID THE MYTHS OF LEARNING AND INTERVENTION

46. Avoid the Myths …

48. Use the strength to address the deficit

49. Avoid the Myths …

50. Would you use a “discovery method” to teach your teenage son to drive? Lack of decoding can also kill? Decoding and spelling are no skills to discover.

51. Phonological AwarenessAlphabetic Principle Vocabulary and Comprehension ) Fluency Treatment Executive Functioning Skills: Reasoning Skills: Other: Reading Fishbone Analysis Develop auditory processing skills by focusing on the sub- phonemic features of the sounds of English Beyond phonological awareness to phonological knowledge and understanding Programs- Lindamood Bell LiPS; Jane Feld Green Sounds and Letters Direct instruction in spelling 70 Most Frequent Graphemes of English Rules of English Orthography English syllable types English morphology Layers of English Programs- Orton Gillingham, Wilson, Writing Road to Reading, Word their Way Must have strong phonological awareness and orthography before treatment Fluency drills and repeated readings Programs: Read Naturally; 6 Minute Solutions Rule out phonological awareness, orthography and fluency before starting treatment Oral language development Oral and written vocabulary Develop the mental model Guided Reading and Strategy Instruction Background knowledge and schema building Programs: LLI, Reading Advantage, Collaborative Strategic Reading, Reciprocal Reading Medical check; metacognition; accommodations (we become the EF) Mastery based instruction; replacement cores with strong scaffolding and repetition (40-1400); programs Lang! and Readwell

52. As General Education Teachers… ReadingWritingMath Most reading issues are due to lack of mastery of low level skills - phonological awareness and alphabetic skills -poor fluency is mostly due to poor basic skills (teaching them to read faster doesn’t solve the problem) -comprehension is rarely the issue and strong indication of a learning disability (10%) or ELL Most writing issues are due to lack of mastery of transcription skills (handwriting, keyboarding, spelling and grammar) Second biggest issues is poor mental control -Writing is not simply transcribing what you say Most math issues are due to lack of number sense and non-verbal processing -concept first then automaticity - If reasoning is in place then not a problem with problem solving